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Appendices L and L1
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Appendix L and L1: Abstract and Lesson Plan from “The Effects of Computer Use on Middle School Faculty”

By George H. Adams

  1. These two appendices represent sections of a research paper that is the result of an independent project conducted under the direction of Dr. David Stoloff in his EDU 698 course. One is the abstract for the paper, the other a lesson plan derived from my research to effectively deal with "Cyberphobia" (the fear of computer or technology use) in the classroom.
  2. The paper demonstrated that educational technology could be used to overcome difficulties in classroom planning and application. As the appendices are directly related, and come from the same source, I have listed them together on one page here. The entire paper can be accessed through Appendix N .
  3. These appendices together reflect an understanding and use of the following standards by category:

CCCT

 

CTTC

ISTE/NETS

 I.1a,b; 2a; 5a,b,c; 6b;

II.1b; 2c; 3f

III. 3a; 4a; 5b; 5c.

 I.A-E

II.A, B, C, E;

III.A,D;

IV.A-C

1a1-a14;

2a-c; 3a-d; 4c; 5a-b;

6a-d

 

 

 

 

 

Appendix L: Abstract

THE EFFECTS OF COMPUTER USE ON MIDDLE SCHOOL FACULTY

 

            This paper examines the effect that computers, as fully integrated elements of a modern middle school classroom, have on the teachers responsible for their use.  It describes the phenomena of “cyberphobia,” the fear of computer use, and how that has been magnified because of the increase in required actions on the computer (record keeping, communication) as well as the increased accountability and ability to understand large amounts of data resulting from the No Child Left Behind Act (NCLB).  Through a qualitative, case study  survey design with middle school teachers in one school serving as the sample, this paper identifies teachers’ fears, and presents successful examples of their elimination.  By understanding the nature of the fear through this research, support programs developed in advance for the entire faculty can address specific concerns and provide the opportunity for all teachers to feel confident in their abilities to implement a curriculum dependent upon computer skills.

 

Appendix L1: Lesson Plan from “The Effects of Computer Use on Middle School Faculty”

by George H. Adams

 

 

COURSE:   Seventh Social Studies               CODE:  

UNIT:   Western Hemisphere

CONTACT:  #####or Mr. Adams             GRADE:  7

TIME FRAME: 5 days                  MAP NUMBER:   

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PERFORMANCE STANDARDS

08.1 SOCIAL STUDIES - HISTORY 

08.1.1.5.1    Students will formulate historical questions based on primary and secondary sources, including documents, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams and written texts

08.1.1.5.6    Students will analyze data in order to see persons and events in their historical context, understand causal factors and appreciate change over time

08.1.4.5.5    Students will describe relationships between historical subject matter and other subjects they study, current issues and personal concerns.

08.1.3.5.3    Students will describe the emergence of select governmental systems, principles and institutions

08.1.4.5.1    Students will initiate questions and hypotheses about historic events being studied

08.1.1.5.1    Students will formulate historical questions based on primary and secondary sources, including documents, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams and written texts

08.2 SOCIAL STUDIES - CIVICS AND GOVERNMENT 

08.2.1.5.3    Students will explain how and why posers are distributed among the national state and local governments

08.2.4.5.4    Students will evaluate the impact of significant international events on the United States and on other nations

08.2.1.5.6    Students will explain how an individual's rights to life, liberty and property are protected by the Constitution and criminal and civil laws

08.2.1.5.7    Students will describe means of conflict management, including negotiation, mediation, arbitration and litigation

08.2.2.5.3    Students will evaluate situations involving conflicts between rights and propose solutions to these conflicts

08.2.2.5.6    Students will identify and apply criteria useful in selecting political leaders at the local, state and national levels.

08.3 SOCIAL STUDIES - GEOGRAPHY 

08.3.2.5.2    Students will understand and apply how natural processes influence the formation and location of resources

08.3.4.5.6    Students will draw a freehand map from memory of increasing and appropriate complexity to display geographic information and answer geographic questions  

04.2 LRIT - COMPUTER TECHNOLOGY 

04.2.2.5.2    Students will exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse

04.2.2.5.4    Students will discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use.

04.2.3.5.2    Students will apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration and learning throughout the curriculum

04.2.4.5.2    Students will collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom

 

FOCUS QUESTIONS

1.      How can the computer be used to supplement the social studies lesson?

2.      What aspect of this country most interests the student?

3.      What is the best way to display this interest?

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CONTENT

1. CultureQuest Internet sites on individual countries.

 

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BEHAVIORAL OBJECTIVES

 1. Students will demonstrate the ability to consolidate information from a specific Internet site, and work with partners to present a variety of information on a specific country to the class.

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INSTRUCTIONAL ACTIVITIES

 

  1. Students will be placed in groups of four at the teacher’s discretion.
  2. Students will be presented with a demonstration lesson, “Japanese Junior High Schools” from which they will find five facts of interest to present to the class. This will serve as a practice for the real assignment.
  3. Students will have two days to research specific countries and find information on a specific topic for which they will be responsible
  4. Students will be responsible for a presentation with all members of their group on their specific country

 

 

 

 

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